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There were several CSJE meetings, programs, and events at ACPA's National Convention in Indianapolis. Thank you for joining us. Below is information about some of these events.

Click on the links to the side of this page to learn more about the CSJE sponsored programs.

MEETINGS

Commission for Social Justice Educators Open Meeting
Building/Room: Marriott - Indiana Ballroom G
Date/Time: 3/19/06 03:00 PM - 05:00 PM
Information: This is primarily to introduce the Commission to folks who are interested in learning more about it, including some recognition of awards, a bit social, and a bit of an energizer to get interested folks more involved.

According to a recent ACPA opinion poll, members are about evenly divided about whether diversity programs at their institutions are useful and informative. Often participants are wary of diversity programs and worry that they are as likely to further divisions and entrench stereotypes as they are to break them. This program offers an alternative method to present diversity and social justice workshops that begins from a foundation in understanding privilege and its role in shaping prejudice and oppression using play.

Johnson uses the board game Monopoly" as an example of the systemic nature of privilege. The use of popular games such as Monopoly", allows people to understand the systemic nature of privilege and their role as individuals in the system in a non-threatening way that opens the door to seeing connections to larger issues of privilege, oppression, and discrimination in our society, which can be addressed by other activities in a time-extended workshop format. This program will use the board game to illustrate an alternative diversity program, as well as demonstrate the issues of privilege that it addresses. Participants will be prompted to be creative in using other means of play to teach the fundamental issues of privilege and power.

Despite best efforts, some allies for social justice collude with the system of oppression, don't feel accepted by oppressed groups, and experience burn out. Other allies are more effective working with oppressed groups towards social justice and are able to maintain a sustained commitment to social justice.

Many have described identity development of those oppressed in our society as a result of their social group identity. Some examples of those identity models that describe those who face oppression in United States society include; race (Cross, 1991), ethnicity (Alvarez, 2002), gender (Josselson,1996; Jones, 1997), and sexual orientation (Cass, 1979; D'Augelli, 1994; Fassinger, 1998). Some have also identified identity development models for those with privilege in United States society as a result of race (Hardiman, 2001; Helms, 1995). This program examines the possibility of a developmental process for those advocating for social justice and will discuss a new conceptual model of ally identity development as a possible framework of developing more effective allies and making a difference in the lives of all students. This model examines the underlying motivations; selfish, altruistic, and a blended motivation where the ally sees the end of oppression as not only benefiting the oppressed but also liberating the privileged.

Presenters:
Sherry Watts, Assistant Professor, University of Iowa
Jerri Drummond, University of Iowa
Adele Lozano, University of Iowa
Gina Tagliapietra Nicoli, University of Iowa
Marisela Rosas, University of Iowa

The presenters will introduce 8 defense mechanisms used when students are engaged in difficult dialogue while working toward cultural competence and exploring their privileged identity development. In addition to sharing the Privileged Identity Exploration (PIE) model, the presenters will discuss practical ways student affairs practitioners can address defenses in an effort to further the dialogue that will help students and staff gain more social and political awareness of their identity (racial, sexual, able-bodied). If we are to foster more diverse and welcoming campus environments for our students, then we must find ways to have more meaningful discussions about diversity. Discussions about diversity are often sources of uncomfortable conflict for students. Student affairs practitioners must find ways to effectively facilitate these uncomfortable discussions. To do so, student affairs practitioners must be able to anticipate the defenses students use and we must learn ways to effectively lead them through these difficult dialogues.

The purpose of this session is to share a conceptual model of Privileged Identity Exploration (PIE). This model is based on the results of a qualitative research study team analysis that examined the written reactions of students taking a multiculturalism course. Eight defense mechanisms were consistently expressed by students as they engaged in difficult dialogue and explored their privileged identities. Privileged identities include not only racial identity (White), but also sexual (Heterosexual) and ability (Able-bodied) identity. The presenters will share a framework that will help practitioners anticipate how students and staff might react to discussions about diversity. Relevant information will be shared that will help student affairs practitioners more effectively facilitate the process of privileged identity exploration.

The presenters will help participants to gain insight into the process of exploring privileged identity through difficult dialogue; learn about a conceptual framework for the 8 defense mechanisms displayed in Privileged Identity Exploration (PIE) model; and identify practical strategies for facilitating difficult dialogues with students and student affairs practitioners regarding diversity.

In your leadership series, are issues of diversity and multiculturalism only discussed during that "one special diversity session?" What can be done to develop seamless leadership programs that embrace citizenship, inclusion and service? Join us as we embark on a journey which will assist us in evaluating the "cultural readiness" of our leadership programs. Strategies, activities and concepts will also be discussed in an effort to provide resources for participants. No one is free when others are oppressed. goal. The goal of social justice education is full and equal participation of all groups in society that is mutually shaped to meet their needs. Social justice includes a vision of society that is equitable and all members are physically and psychologically safe and secure. As we provide opportunities for students to have healthy conversations on issues of inclusion, we must look at what we are providing for students via our student leadership programs. Through a series of activities, small group work and reflection, participants will be encouraged to examine the cultural readiness of their current leadership development programs in relation to issues of race/ethnicity/nationality, sexual orientation, ability, class, etc.

"Gender" is a highly complex, socially-constructed, and contextually mediated phenomenon. Yet, much of our field's attention to it remains overly simplistic. We often essentialize men, women, and gender issues (e.g. men privileged - women oppressed; men bad - women good). Rooting in Critical Queer, Feminist, and Race theoretical concepts, we will problematize binary notions of gender; apply this to a deeper analysis of men and masculinities (including masculinities performed by women); and identify strategies to enhance professional effectiveness with student identity development.

As Student Affairs has developed as a field, scholars and practitioners have identified deficiencies in classical theory pertaining to students with marginalized identities (e.g. of color, women, LGBT). Further, the school of thought is that student development theory is primarily based on research subjects who are middle/upper-class Caucasian men and thus is applicable to this population primarily. This session is rooted in the belief that classical theory fails to capture salient developmental processes of diverse groups, but it also fails to capture elements of male identity development. While the theories are androcentric, they are resonant with hegemonic (socially constructed and imposed) masculinity rather than actual lived masculine identity.

The Student Affairs field has established values and best practices, and inculcated these into new professionals (as in any field). The field has also unwittingly fostered an overly-simplistic level of discussion about gender that broadly paints men and women as being particular, static gender identities with associated needs and behaviors. The purpose of this program is to revisit these underlying values and norms and question the resultant engagement with male students especially, with attention to its impact on women.

Attendees will increase the sophistication of their understanding of gender identity and its development in students, identify their underlying assumptions in practice with male students, be challenged to refine their views of men and masculinity, and learn useful points in providing services to male students and strategies for improving practice with male students, and begin to understand connections between the issues above and women’s experiences on campus.

Intercultural Sensitivity Development in Undergraduate Students

*This program is a collaboration with the Commission for Global Dimensions of Student Development

Diversity initiatives receive much attention at most colleges and universities but do these initiatives make a difference when it comes to student development? In this interactive session the presenters will report the results of a four-year study designed to measure undergraduate student change in intercultural sensitivity and explore what contributed to that change.

In this session the presenters will describe the DMIS in detail with case studies, explain the context of the study, report the results from all three phases of analysis, describe the impact these results have had on student affairs practice at Northwestern University, and engage the attendees in a discussion regarding the implications of these findings on their own work.